Primary School Teachers’ Music Course Competencies on the Axis of the Teachers’ Perspectives and the Curriculum

Ruveyda Sultan Ünver, Yarin Önel, Dilara Altıntaş, Ömer Bilgehan Sonsel


In this study, it was aimed to determine the proficiency of primary school teachers in music courses. The case study model, which is among the qualitative research methods, was used in this research. In the process of collecting data; the expected teacher competencies in the primary school 1,2,3 and 4th grade music textbooks and the competencies gained in the music teaching course of the Higher Education Council 2018 primary school teaching undergraduate program were specified and compared. Within the scope of this research, interviews were conducted with eight music education experts who previously delivered music lessons in the primary school teaching department and the results of the interviews were analyzed. As a result of the research, it has been determined that 22 different competencies are expected for a primary school teacher to be able to conduct music lessons at all levels of primary schools, but the competencies by the undergraduate program do not provide the six of expected competencies. As a result of expert opinions, it was concluded that most of the expected competencies cannot be gained in a one-semester course period and accordingly a qualified education is not possible. The data obtained from the research were exhibited under the relevant headings and in the light of these results, suggestions were made regarding the current situation and the future of music education.


Music Education, Teacher Competencies, Primary School Teacher

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